• Login
    View Item 
    •   ResearchSpace Home
    • College of Humanities
    • School of Education
    • Education Studies
    • Doctoral Degrees (Education Studies)
    • View Item
    •   ResearchSpace Home
    • College of Humanities
    • School of Education
    • Education Studies
    • Doctoral Degrees (Education Studies)
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    A liberating breeze of western civilisation? : a political history of fundamental pedagogics as an expression of Dutch-Afrikaner relationships.

    Thumbnail
    View/Open
    Thesis (11.52Mb)
    Date
    1998
    Author
    Suransky-Dekker, A. Caroline
    Metadata
    Show full item record
    Abstract
    Fundamental pedagogics was the only education theory that was taught to the vast majority of student teachers during the apartheid era. This exclusivity was consciously created and maintained in the context of Christian National Education. The proponents of fundamental pedagogics attempted to legitimise their theory by invoking the work of the Dutch educator, M.J. Langeveld. At first glance, there is indeed a remarkable resemblance between Langeveld's pedagogy and fundamental pedagogics. This thesis investigates why similar-sounding statements of the two pedagogies turn out to mean something quite different in their distinctive contexts. Previously, critics have analysed fundamental pedagogics as if it were a South African invention. Its Dutch origins, diffusion and reinterpretation were lost in these analyses. This study emphasises and investigates the Dutch roots of fundamental pedagogics and traces its historical journey from Holland to South Africa. This journey, set between 1881 and 1963, is presented in two historical narratives, both constructed around unique data sources. This thesis presents fundamental pedagogics as an adaptation, arguably a distortion, of Dutch education theory, mediated largely by politically conservative and racist forces. The largely indiscriminate adoption of the rhetoric of Dutch social thought showed a disrespect for the complexity of the relationship between pedagogical theories and their site of production. Langeveld's education theory was developed in the context of post Second World War Holland on a modernist and social democracy ticket. Fundamental pedagogics emerged in apartheid South Africa in an ethnic-nationalist and racist environment. These divergent meanings clearly expose pedagogy as a political as well as an educational project. This study concludes that the attempt to legitimise fundamental pedagogics by invoking its Dutch roots failed. Some of the central claims and assumptions of the original theory were abandoned to accommodate apartheid conditions.
    URI
    http://hdl.handle.net/10413/2937
    Collections
    • Doctoral Degrees (Education Studies) [253]

    DSpace software copyright © 2002-2013  Duraspace
    Contact Us | Send Feedback
    Theme by 
    @mire NV
     

     

    Browse

    All of ResearchSpaceCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsAdvisorsTypeThis CollectionBy Issue DateAuthorsTitlesSubjectsAdvisorsType

    My Account

    LoginRegister

    DSpace software copyright © 2002-2013  Duraspace
    Contact Us | Send Feedback
    Theme by 
    @mire NV